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Multiliteracies and new literacies i...

Wall, Jennifer Kingma.

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Multiliteracies and new literacies in an age of accountability: High school English teachers' perspectives on using multiliteracies and new literacies frameworks in the classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multiliteracies and new literacies in an age of accountability: High school English teachers' perspectives on using multiliteracies and new literacies frameworks in the classroom./
作者:	Wall, Jennifer Kingma.
面頁冊數:	325 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621805
ISBN:	9781303931956

Multiliteracies and new literacies in an age of accountability: High school English teachers' perspectives on using multiliteracies and new literacies frameworks in the classroom.
Wall, Jennifer Kingma.

Multiliteracies and new literacies in an age of accountability: High school English teachers' perspectives on using multiliteracies and new literacies frameworks in the classroom. - 325 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

The purpose of this study was to investigate how three high school English teachers think about and plan their literacy instruction using multiliteracies and new literacies frameworks, in the context of accountability stemming from current national educational policy. The study also focused on the Discourses reflected in the teachers' thinking about and planning of their literacy instruction (Gee, 1999/2005). This qualitative study consisted of three, two-hour long interviews and a one-hour long follow-up interview with each participant, as well as the collection of various teacher documents. To further investigate the complexities of my research position as a former high school English teacher who taught with a multiliteracies and new literacies framework and a researcher of literacy, I also engaged in reflexive writing to analyze and interrogate my own understandings of multiliteracies and new literacies as well as my research interpretations (Pillow, 2003). Additionally, narrative methods were used in data analysis and interpretation (Chase, 2005).

ISBN: 9781303931956Subjects--Topical Terms:

532624
Language arts.

Multiliteracies and new literacies in an age of accountability: High school English teachers' perspectives on using multiliteracies and new literacies frameworks in the classroom.
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245 1 0 $a Multiliteracies and new literacies in an age of accountability: High school English teachers' perspectives on using multiliteracies and new literacies frameworks in the classroom.
300 $a 325 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Maria Paula Ghiso.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2014.
520 $a The purpose of this study was to investigate how three high school English teachers think about and plan their literacy instruction using multiliteracies and new literacies frameworks, in the context of accountability stemming from current national educational policy. The study also focused on the Discourses reflected in the teachers' thinking about and planning of their literacy instruction (Gee, 1999/2005). This qualitative study consisted of three, two-hour long interviews and a one-hour long follow-up interview with each participant, as well as the collection of various teacher documents. To further investigate the complexities of my research position as a former high school English teacher who taught with a multiliteracies and new literacies framework and a researcher of literacy, I also engaged in reflexive writing to analyze and interrogate my own understandings of multiliteracies and new literacies as well as my research interpretations (Pillow, 2003). Additionally, narrative methods were used in data analysis and interpretation (Chase, 2005).
520 $a The findings include a chapter of narrative interpretations of the teachers' thinking and planning using multiliteracies and new literacies frameworks, a chapter of cross case analysis focusing on Discourses and the teacher's work in relationship to the conceptual framework of multiliteracies and new literacies, and a chapter exploring my positionings in relation to the study, as well as implications. Discourses surrounding the teachers' thinking and planning in literacy, including the autonomous model and the ideological model of literacy (Street, 1995, 2005), the notion of curriculum, and the use of multiliteracies and new literacies frameworks, as well as Discourses surrounding policy, are described and analyzed.
520 $a Implications of this study include the ideas that: (a) educational policies have systemic implications, and perpetuate inequity in schools, (b) high school English teachers can find ways to work with multiliteracies and new literacies frameworks in their teaching contexts, but it is challenging, and under present conditions, is not sustainable, and (c) highlighting the local and particular by contextualizing research the work of teachers using multiliteracies and new literacies within current policy reform helps to elucidate how the fields intersect and what possibilities for using these frameworks exist within real teaching contexts.
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792 $a 2014
793 $a English
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